Graduate Course Descriptions

This course will prepare early childhood (K-2) elementary teachers, (3-5), and special education teachers to use and apply problem solving and design processes to develop and answer questions and pose solutions to real word problems in STEM. Participants will implement the engineering design process developed by NASA entitled Beginning Engineering, Science and Technology (BEST) and NASA Summer of Innovation Curriculum grades 4-9. Using these approaches, participants will learn how to introduce STEM careers and tie STEM education to other disciplines such as social studies, arts, health, and movement. This course includes five hours of field experiences.

This course will prepare middle and high school teachers to support secondary students in the implementation of the engineering design process. Teachers will gain the knowledge and skills necessary to develop effective and creative designs using ETD and PBL to analyze and solve real word problems and develop innovative solutions. Teachers will learn how to introduce STEM careers and tie STEM education to other disciplines such as social studies, arts, health, and movement. Teachers will incorporate science and math content to include the use of appropriate tools, numerical problem solving, and technology. This course includes five hours of field experience.

In this course, educators will integrate learning from previous coursework into meaningful STEM instruction through a job embedded field experience in their own classroom. Students will document and compile projects and products from an integrative STEM unit through the use of a digital portfolio. This culminating course will prepare educators to: 1) implement appropriate assessment and technology tools to enhance STEM teaching, learning, student achievement and college career readiness. 2) Implement innovative problem-based approaches to teaching, learning and the integration of STEM practices. This course includes 37 hours field experience.

This course involves the examination of principles and procedures in curriculum development with a focus on adapting curriculum to the needs of students as well as implementation of research-based teaching strategies. Emphasis on the elements of assessment is included. Coaching Field Experiences include activities from Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

This course is designed to support teachers that develop literacy skills for individuals and provide instruction that is integrated and helps students understand how to access, evaluate, synthesize, and contribute to information (National Council of Teachers of English [NCTE], 2007). Coaching Field Experiences include activities from Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

This course involves the examination of principles and procedures in mathematics curriculum development for teacher leaders with a strong preparation and background in mathematics content, mathematics pedagogical content knowledge, instructional strategies, and school leadership. There is a strong emphasis on adapting mathematics curriculum to the needs of students, identification and remediation of error patterns, scaffolding instruction as well as implementation of research-based teaching strategies. Emphasis on the elements of assessment in mathematics is included. Coaching Field Experiences include activities from Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

According to the Association of Mathematics Teacher Educators (2010), coaches are teacher leaders who are responsible for supporting effective mathematics instruction and student learning. This course focuses on Mathematical Literacy to support positive changes in teachers’ practice including actively engaging students, emphasizing reasoning and problem solving over skills-based lessons, using students’ work to inform instruction, and effectively planning lessons. Coaching Field Experiences include activities from Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

In this course, participants will examine various assessment strategies and current methods of assessment, through the study of theory and effective practices in assessment. The philosophy of Pennsylvania’s Standards Aligned System (SAS) is embedded in this course experience, as well as the required field experiences. Research based strategies for the assessment and instruction of diverse learners will be examined. The SAS Assessment Builder will be utilized to create an assessment at various grade levels. The Framework for Teaching Evaluation Instrument (Danielson, 2011 Edition) will be utilized to correlate all work to the appropriate Domains I and V. Coaching Field Experiences include activities from Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

This course, aligned with the PA Leadership Core Standards and Corollary Standards, examines the goals, principles, and approaches to the coaching model. The emphasis of the course work is an understanding of adult learning principles that support collaboration with the ultimate goal of improved student performance. Options for working with teachers in a learning community and for encouraging teacher leadership are included. Through research, problem-based learning, in-class scenarios, case studies, and discussion, the course will focus on leadership and the role of supervision in student achievement. Coaching Field Experiences include activities from Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (15 Hours of Field Experience Required)

This course will focus on using systematic researched methods of design and development for online instruction for diverse learners. Candidates will learn how to follow the five-phase instructional design model consisting of Analysis, Design, Development, Implementation, and Evaluation (ADDIE) when designing and implementing online instruction. They will utilize varied delivery platform systems and technology tools both existing and emerging to create synchronous and/or asynchronous online courses which will foster differentiated instruction and accommodations. Candidates will address the various configurations of online instruction including fullyonline, hybrid, and online learning modules incorporated within traditional courses. (Includes 14 Field Experience Hours)